The Northumberland Church of England ...
The Northumberland Church of England Academy
The Academy Accessibility Plan
Responsibility: Date of origin: Latest review: Review: Approved by Governors: Statutory Requirement
SENDCO (Primary and Secondary) June 2017 September 2017 Annually in Autumn Term Delegated to Executive Director YES
The Northumberland Church of England Academy NCEA Accessibility Plan 1.0
Links to Mission, Aims and Values Inspiring Achievement – Encouraging Compassion
1.1
The Northumberland Church of England Academy seeks to inculcate a culture of learning, success, high expectations, aspiration, challenge and inclusion in all aspects of Academy life and through that to encourage life-long aspiration. This is reflected through the curriculum, the leadership and daily practices of pupils and staff, aspiring to be compassionate global citizens with a sense of community and social responsibility.
1.2
Values Statement
Let your light so shine...’ [Matthew 5:16] The Northumberland Church of England Academy strives to: Provide a distinctively Christian inclusive and diverse learning environment which honours God. Every
learner, adult and child, is enabled, nurtured and challenged to be the best they can be. Encourage staff and pupils to aspire to fullness of life [John 10:10] that they may achieve their full
potential. Promote the spiritual, moral, social, cultural, personal and physical development of individuals within a Christian framework. Sustain a community in which everyone is respected and valued. In so doing we hope to enable all within our extended community to let their LIGHT shine and to ensure that the NCEA’s values of LOVE, INCLUSIVITY, GOODNESS, HOPE and TRUTH, are well served by all the work we do. 1.4
This policy, and its associated procedures and protocols, is based on these key principles.
2.0 Introduction The Academy is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents, carers and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within The Academy. The Academy recognises and values parents and carers’ knowledge of their child’s disability and its effect on their ability to carry out everyday activities and respects the parents’ and child’s right to confidentiality. The Academy Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the campus within a given time frame and anticipating the need to make reasonable adjustments to accommodate their needs where practicable.
3.0 Contents: Statement of intent 1. Planning duty 1 2. Planning duty 2 3. Planning duty 3 4.0 Statement of intent This plan outlines the proposals of the governing body of The Northumberland Church of England Academy to increase access to education for pupils with disabilities in the three areas required by the planning duties in the Equality Act 2010. These include:
Increasing the extent to which pupils with disabilities can participate within the curriculum on all the campuses. Improving the environment of the campuses to increase the extent to which pupils with disabilities can take advantage of education and associated services. Improving information delivery to pupils with disabilities which is readily available to other pupils.
The above procedures will be delivered within a reasonable time, and in ways which are determined after taking into account the pupil’s disabilities and the views of the parents/carers and pupil. In the preparation of an accessibility strategy, the Academy must have regard to the need to allocate adequate resources in the implementation of the strategy. The governing body also recognises its responsibilities towards employees with disabilities and will: Monitor recruitment procedures to ensure that persons with disabilities are provided with equal opportunities. Provide appropriate support and provision for employees with disabilities to ensure that they can carry out their work effectively without barriers. Undertake reasonable adjustments to enable staff to access the workplace. The plan will be resourced, implemented, reviewed and revised in consultation with the: Parents of pupils Executive Director, Directors, Heads of Campus, Year Group Leaders, SENDCos and other relevant members of staff Governors External partners This Accessibility Plan should be read in conjunction with the following Academy policies, strategies and documents:
Behaviour Management Policy Curriculum Policies Emergency Plan Health & Safety Policy Improvement Plan Special Educational Needs Policy Teaching and Learning Policy
4.1 Planning duty 1: Curriculum Governing bodies should undertake an audit of the extent to which pupils with disabilities can access the curriculum on an equal basis with their peers. Short, medium and long term action should then be identified to address specific gaps and improve access. All procedures will be carried out in a reasonable time, and after taking into account pupils’ disabilities and the preferences of themselves or their parents/carers. Short term
Medium term
Long term
Issue Some campus trips need to take into account children with SEND.
What Needs of children with SEND incorporated into planning process.
Who Teachers/ SENDCo
When Summer 2017
Outcome criteria Planning of campus trips takes into account children with disabilities.
Review Summer 2018
Staff members need to assess whether the curriculum is fully accessible.
Audit of curriculum.
Heads of Campus/ Teachers/ SENDCo
Autumn 2017
Leaders and teaching staff are aware of the accessibility gaps in the curriculum.
Autumn 2018
Some staff members need training to be able to support pupils with SEND: e.g. dyslexia, dyspraxia, hypermobility. Pupils with SEND cannot fully access a range of extra-curricular physical activities.
Professional Learning provided to staff members.
External training/ SENDCo
Autumn 2017
Staff members have the skills to support children with SEND.
Autumn 2018
Provide adjustments to pupils with SEND
Heads of Campus, Teachers, HLTAs, TAs /SENDCo
Spring 2018
Pupils with SEND can access a range of activities with appropriate reasonable adjustments.
Spring 2019
4.2 Planning duty 2: Physical environment Governing bodies should undertake an audit of the extent to which pupils with disabilities can access the physical environment on an equal basis with their peers. Short, medium and long term action should then be identified to address specific gaps and improve access. All procedures will be carried out in a reasonable time, and after taking into account pupils’ disabilities and the preferences of themselves or their parents/carers.
Short term
Medium term
Long term
Issue
What
Leaders to reassess if the physical environment is fully accessible. Learning environment of pupils with visual impairment must be fully accessible. Classroom sinks are not accessible to all. Children with physical disabilities have access to after school activities.
NCEA Accessibility Plan 2017-2018
Who
When
Outcome
Review
Audit of physical Heads of environment Campus/ SENDCo/ Operations
Summer 2017
Summer 2018
Incorporation of appropriate layout of rooms, colour schemes, braille signage. New taps /steps installed. Audit of after school clubs and activities.
Heads of Campus/ SENDCo
Autumn 2017
Campus is aware of accessibility gaps to its physical environment, and will make a plan to address them. Learning environment is accessible to pupils with visual impairments.
Operations
Autumn 2017
Autumn 2018
Heads of Campus
Summer 2018
Access to classroom sinks is increased Campus facilities are fully accessible.
Autumn 2018
Summer 2019
4
4.3 Planning duty 3: Information Governing bodies should undertake an audit of the extent to which pupils with disabilities can access information on an equal basis with their peers. Short, medium and long term action should then be identified to address specific gaps and improve access. All procedures will be carried out in a reasonable time, and after taking into account pupils’ disabilities and the preferences of themselves or their parents/carers.
Short term
Medium term
Long term
Issue Leadership to assess whether campus information is accessible or not e.g. visual impairment, EAL Review documentation on website to check accessibility for pupils/parents/care rs with English as an Additional Language
What Audit of information delivery procedures: letters, parent mail, newsletters. Campus seeks advice from advisors. Review formats publicised on campus website – particularly for new parents to the campus, in order to ensure accessibility for parents with EAL.
Who Heads of Campus/ SENDCo
When Summer 2017
Outcome criteria The Academy is aware of accessibility gaps to its information delivery procedures.
Review Summer 2018
Website Staff in consultation with Directors/ Heads of Campus/ SENDCos
Autumn 2017
The Academy is aware of local services for converting written information into alternative formats.
Autumn 2018
Written information is not always accessible to pupils with visual impairments. Campus website is not fully accessible to some children with SEND.
Insure font size is correct for all written work.
Teachers/ HLTAs/ TAs
Autumn 2017
Written information is fully accessible to children with visual impairments
Autumn 2018
Audit of website
Website Staff
Summer 2018
Website is fully accessible
Summer 2019
NCEA Accessibility Plan 2017-2018
5
The Academy Accessibility Plan
Responsibility: Date of origin: Latest review: Review: Approved by Governors: Statutory Requirement
SENDCO (Primary and Secondary) June 2017 September 2017 Annually in Autumn Term Delegated to Executive Director YES
The Northumberland Church of England Academy NCEA Accessibility Plan 1.0
Links to Mission, Aims and Values Inspiring Achievement – Encouraging Compassion
1.1
The Northumberland Church of England Academy seeks to inculcate a culture of learning, success, high expectations, aspiration, challenge and inclusion in all aspects of Academy life and through that to encourage life-long aspiration. This is reflected through the curriculum, the leadership and daily practices of pupils and staff, aspiring to be compassionate global citizens with a sense of community and social responsibility.
1.2
Values Statement
Let your light so shine...’ [Matthew 5:16] The Northumberland Church of England Academy strives to: Provide a distinctively Christian inclusive and diverse learning environment which honours God. Every
learner, adult and child, is enabled, nurtured and challenged to be the best they can be. Encourage staff and pupils to aspire to fullness of life [John 10:10] that they may achieve their full
potential. Promote the spiritual, moral, social, cultural, personal and physical development of individuals within a Christian framework. Sustain a community in which everyone is respected and valued. In so doing we hope to enable all within our extended community to let their LIGHT shine and to ensure that the NCEA’s values of LOVE, INCLUSIVITY, GOODNESS, HOPE and TRUTH, are well served by all the work we do. 1.4
This policy, and its associated procedures and protocols, is based on these key principles.
2.0 Introduction The Academy is committed to providing an environment that enables full curriculum access that values and includes all pupils, staff, parents, carers and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to taking positive action in the spirit of the Equality Act 2010 with regard to disability and to developing a culture of inclusion, support and awareness within The Academy. The Academy recognises and values parents and carers’ knowledge of their child’s disability and its effect on their ability to carry out everyday activities and respects the parents’ and child’s right to confidentiality. The Academy Accessibility Plan shows how access is to be improved for disabled pupils, staff and visitors to the campus within a given time frame and anticipating the need to make reasonable adjustments to accommodate their needs where practicable.
3.0 Contents: Statement of intent 1. Planning duty 1 2. Planning duty 2 3. Planning duty 3 4.0 Statement of intent This plan outlines the proposals of the governing body of The Northumberland Church of England Academy to increase access to education for pupils with disabilities in the three areas required by the planning duties in the Equality Act 2010. These include:
Increasing the extent to which pupils with disabilities can participate within the curriculum on all the campuses. Improving the environment of the campuses to increase the extent to which pupils with disabilities can take advantage of education and associated services. Improving information delivery to pupils with disabilities which is readily available to other pupils.
The above procedures will be delivered within a reasonable time, and in ways which are determined after taking into account the pupil’s disabilities and the views of the parents/carers and pupil. In the preparation of an accessibility strategy, the Academy must have regard to the need to allocate adequate resources in the implementation of the strategy. The governing body also recognises its responsibilities towards employees with disabilities and will: Monitor recruitment procedures to ensure that persons with disabilities are provided with equal opportunities. Provide appropriate support and provision for employees with disabilities to ensure that they can carry out their work effectively without barriers. Undertake reasonable adjustments to enable staff to access the workplace. The plan will be resourced, implemented, reviewed and revised in consultation with the: Parents of pupils Executive Director, Directors, Heads of Campus, Year Group Leaders, SENDCos and other relevant members of staff Governors External partners This Accessibility Plan should be read in conjunction with the following Academy policies, strategies and documents:
Behaviour Management Policy Curriculum Policies Emergency Plan Health & Safety Policy Improvement Plan Special Educational Needs Policy Teaching and Learning Policy
4.1 Planning duty 1: Curriculum Governing bodies should undertake an audit of the extent to which pupils with disabilities can access the curriculum on an equal basis with their peers. Short, medium and long term action should then be identified to address specific gaps and improve access. All procedures will be carried out in a reasonable time, and after taking into account pupils’ disabilities and the preferences of themselves or their parents/carers. Short term
Medium term
Long term
Issue Some campus trips need to take into account children with SEND.
What Needs of children with SEND incorporated into planning process.
Who Teachers/ SENDCo
When Summer 2017
Outcome criteria Planning of campus trips takes into account children with disabilities.
Review Summer 2018
Staff members need to assess whether the curriculum is fully accessible.
Audit of curriculum.
Heads of Campus/ Teachers/ SENDCo
Autumn 2017
Leaders and teaching staff are aware of the accessibility gaps in the curriculum.
Autumn 2018
Some staff members need training to be able to support pupils with SEND: e.g. dyslexia, dyspraxia, hypermobility. Pupils with SEND cannot fully access a range of extra-curricular physical activities.
Professional Learning provided to staff members.
External training/ SENDCo
Autumn 2017
Staff members have the skills to support children with SEND.
Autumn 2018
Provide adjustments to pupils with SEND
Heads of Campus, Teachers, HLTAs, TAs /SENDCo
Spring 2018
Pupils with SEND can access a range of activities with appropriate reasonable adjustments.
Spring 2019
4.2 Planning duty 2: Physical environment Governing bodies should undertake an audit of the extent to which pupils with disabilities can access the physical environment on an equal basis with their peers. Short, medium and long term action should then be identified to address specific gaps and improve access. All procedures will be carried out in a reasonable time, and after taking into account pupils’ disabilities and the preferences of themselves or their parents/carers.
Short term
Medium term
Long term
Issue
What
Leaders to reassess if the physical environment is fully accessible. Learning environment of pupils with visual impairment must be fully accessible. Classroom sinks are not accessible to all. Children with physical disabilities have access to after school activities.
NCEA Accessibility Plan 2017-2018
Who
When
Outcome
Review
Audit of physical Heads of environment Campus/ SENDCo/ Operations
Summer 2017
Summer 2018
Incorporation of appropriate layout of rooms, colour schemes, braille signage. New taps /steps installed. Audit of after school clubs and activities.
Heads of Campus/ SENDCo
Autumn 2017
Campus is aware of accessibility gaps to its physical environment, and will make a plan to address them. Learning environment is accessible to pupils with visual impairments.
Operations
Autumn 2017
Autumn 2018
Heads of Campus
Summer 2018
Access to classroom sinks is increased Campus facilities are fully accessible.
Autumn 2018
Summer 2019
4
4.3 Planning duty 3: Information Governing bodies should undertake an audit of the extent to which pupils with disabilities can access information on an equal basis with their peers. Short, medium and long term action should then be identified to address specific gaps and improve access. All procedures will be carried out in a reasonable time, and after taking into account pupils’ disabilities and the preferences of themselves or their parents/carers.
Short term
Medium term
Long term
Issue Leadership to assess whether campus information is accessible or not e.g. visual impairment, EAL Review documentation on website to check accessibility for pupils/parents/care rs with English as an Additional Language
What Audit of information delivery procedures: letters, parent mail, newsletters. Campus seeks advice from advisors. Review formats publicised on campus website – particularly for new parents to the campus, in order to ensure accessibility for parents with EAL.
Who Heads of Campus/ SENDCo
When Summer 2017
Outcome criteria The Academy is aware of accessibility gaps to its information delivery procedures.
Review Summer 2018
Website Staff in consultation with Directors/ Heads of Campus/ SENDCos
Autumn 2017
The Academy is aware of local services for converting written information into alternative formats.
Autumn 2018
Written information is not always accessible to pupils with visual impairments. Campus website is not fully accessible to some children with SEND.
Insure font size is correct for all written work.
Teachers/ HLTAs/ TAs
Autumn 2017
Written information is fully accessible to children with visual impairments
Autumn 2018
Audit of website
Website Staff
Summer 2018
Website is fully accessible
Summer 2019
NCEA Accessibility Plan 2017-2018
5
